The goal of the present study was to compare the conversational language skills and interactions of four children who are d/hh and who received cochlear implants (CI) prior to the age of four years with four typically hearing peers matched for age, gender, teacher perceived language ability and race. This exploratory, descriptive study was completed employing a quantitative design. There were no statistically significant for the mean child vocalization counts (CVC), adult word counts (AWC), or conversational turn counts (CTC) between the kindergarten children using bilateral CIs and their typically hearing matched peers. The only measure for which the data indicated a statistically significant difference between the kindergarten students was for the estimated mean length of utterance (MLU) for the female dyad. Overall, the results of this study indicate the two kindergarten children using CIs demonstrated language and vocabulary development commensurate with their typically hearing matched peers. Within the preschool dyads, there were no statistically significant differences in either dyad for CVC or MLU. The results of this study indicated there was a statistically significant difference in AWC between the two preschool dyads. It is not possible to draw cause/effect relationships based on statistically significant differences obtained from descriptive statistics; however, a difference between the AWC of the two teachers was noted. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]